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Dissertations / Theses on the topic 'People with disabilities – Education – Nigeria'

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Published: 4 June 2021
Last updated: 6 February 2022

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1

Ogunrinu, Thomas B. (Thomas Bode). "A Systematic Analysis and Critical Comparison of the Educational Provision for Students in Nigeria with the Available Educational Opportunity for Handicapped Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332313/.

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The problem of the study was the inadequate education of handicapped students in Nigeria. The primary purpose of the study was to develop a construct based on the United States models and research on special education, and to compare educational provisions for Nigerian students with the available educational opportunity for handicapped students. In order to achieve the stated objectives of the study, two methodological approaches were utilized: (1) Likert scale for opinion questionnaires, and (2) personal interviews. Both of these instruments included demographic information about the participants. The questionnaire was categorized into three areas (differences between educational opportunities for non-handicapped and handicapped students, formal learning opportunities for handicapped Nigerian students, and factors for being attentive or not being attentive to special education). The interview instrument focused on special education constraints, responsibility for special education provision, and improvement in education for the handicapped. Based on the findings of the study, the following conclusions were reached. 1. Handicapped Nigerian students do not have equal educational opportunities, as compared to non-handicapped students. Therefore, equal instructional opportunities should be provided for handicapped and non-handicapped students. 2. The federal and state governments of Nigeria should be financially responsible for special education. Therefore, the administration of special education must be taken over from private organizations. 3. Lack of funds, personnel and specialists, equipment, and adequate facilities hinders education for the handicapped in Nigeria. In order to improve education for the handicapped, therefore, the following provisions should be made: (1) build more schools, (2) train more specialists, (3) make funds available for special education, (4) provide more facilities and equipment, (5) intensify efforts in early detection of handicaps in children, and (6) educate parents on the importance of special education.
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2

Ugwoegbu, Edmund Ugochukwu. "Revitalization of Nigeria - equal access: A case study on people with disabilities in Nigeria." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106930.

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3

Isola, Ayodele Alexander. "Attitudes towards and beliefs about people with disabilities in Nigeria." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526941.

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This thesis investigates attitudes towards and beliefs about people with disabilities in Nigeria. The thesis seeks to understand why disabled persons have been marginalized in Nigeria, by even their own parents/guardians and relatives, simply because they are disabled. The thesis identifies culture as the main source of these beliefs and attitudes and shows how deeply engrained are negative attitudes to the disabled in Nigerian culture and society. The impact on disabled people is great; such as the ways in which disabled persons assess themselves, which hampers their ability to achieve as much as their able-bodied counterparts in their respective communities. The research took a broadly qualitative approach. To collect data, I interviewed and administered questionnaires to disabled students, non-disabled students, the parents of disabled children and adults and those parents that do not have disabled children, government officials and teachers, including the retired and those that were still in the service, at both federal and state levels. The main purpose of the research is to discover the source of negative attitudes towards and beliefs about people with disabilities. Through this research, the reasons behind the above mentioned problems confronting people with disabilities have been traced to the Nigerian culture. This cuts across the social, ethnic and religious stratification of the society despite being addressed by policy at each of the three tiers of Government that exist in Nigeria. Recommendations for enhancing the impact of policy are made.
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4

Holler, Jan R. "Post-school transition differences between male and female special education graduates /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7566.

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5

Fields, Danelle. "Psychology Trainee Attitudes Toward People with Disabilities." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367232111.

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6

Gilderthorp, Rosanna. "Sports participation for people with intellectual disabilities." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13719/.

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There is little literature that explains the relationship between intellectual disability (ID) and physical and sensory disabilities. A review conducted in 1987 indicated increased prevalence of physical health problems amongst people with ID (McLaren & Bryson, 1987). The current classification system used by the International Federation for Para Athletes with Intellectual Disability (INAS) does not take into account any relationship between ID and physical or sensory disabilities . The present study aimed to provide evidence to enable INAS to address the potential inequalities in the classification system and to add to understanding of the relationship between ID and physical and sensory disability. Participants (N=111) were recruited from regional and international sporting events for people with ID. IQ measurements were gained either from records or by administration of an assessment. All participants, with a trusted adult, were administered a semi-structured health interview. Findings indicated a weak negative correlation between IQ and additional physical disability. The data also suggested that level of additional physical disability negatively predicts athletic performance and there is some limited support for the suggestion that IQ positively predicts performance. The findings have implications for INAS and health/social care services.
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7

Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

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8

Paul, Heidi. "Attitudes of Graduate and Undergraduate Students Toward People with Disabilities." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194291.

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This study was done for the purpose of determining if the amount of contact and type of contact someone has with a person with a disability effects attitudes toward people with disabilities. The MIDS (Modified Issues in Disability Scale) was administered to one-hundred and seventy graduate and undergraduate students to determine current attitudes toward people with disabilities. In addition, these students were asked to answer demographic questions along with questions regarding the amount and type of contact they have had with a person with a disability. A two-way ANOVA was administered to determine if there was a relationship between the amount of contact and type of contact and attitude scores. Significance was found for both the time spent and the type of contact. More positive attitudes were found in work relationships and spending a moderate amount of time with a person with a disability. Less positive attitudes were found when no time was spent and there was no relationship with a person with a disability
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9

Asagba, Kelly C. "Sex education for people with autistic spectrum disorder and learning disabilities." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16207/.

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Research suggests that individuals with autistic spectrum disorder (ASD) and learning disabilities (LD) experience difficulties in developing meaningful intimate relationships, and mainstream sex education is not adapted to meet their needs. However, ASD and LD frequently co-occur (ASD-LD), and findings suggest this population have unique needs, compared to those with ASD and LD. There is a paucity of research on how sex education should be adapted for individuals with ASD-LD. This study aimed to explore the views of 21 health and social care professionals, experienced in delivering sex education for adults with ASD-LD, on which characteristics of adults with ASD-LD should be considered when providing sex education, and what adaptations to sex education are thus required. To seek whether a group consensus between professionals could be gained, an electronic, three round, Delphi method was used. Findings showed that professionals agreed on the unique characteristics of adults with ASD-LD, and the various adaptations to sex education required, which differed for adults with ASD and LD. The most important characteristics and adaptations primarily related to; communication needs, cognitive and executive functions, social impairments, and sensory needs. The clinical and research implications of the findings are presented.
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10

Joseph, Lynn Marie. "Integrated employment for all: the business perspective on hiring people with disabilities." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1560441673184358.

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11

Oguegbu, Adaeze. "Factors Associated with HIV Counseling and Testing Among Young People in Nigeria." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1572.

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The use of human immunodeficiency virus (HIV) counselling and testing (HCT) is a necessary component of implementing HIV prevention and control programs in Nigeria. Knowledge, acceptance, and use of HCT remain low in Nigeria, especially among young people ages 15 to 24 years. The purpose of this study was to ascertain how sociodemographic factors (i.e., gender, place of residence, level of education, geopolitical zone, and socioeconomic status [SES]); cognitive factors (i.e., HCT awareness, knowledge of HIV prevention, and knowledge of HIV transmission); and knowledge of sexual risk behaviors affected HCT uptake among young people in Nigeria using data from the 2013 National HIV/AIDS and Reproductive Health Survey Plus. The study was guided by the social cognitive theory. The sample was composed of 10,091 young people ages 15 to 24 years from all geopolitical zones, SES, and educational backgrounds in Nigeria. Multiple regressions and multivariate comparisons revealed a significant relationship between HCT awareness and HCT uptake (p < .001) and between knowledge of HIV prevention and HCT uptake (p < .001). Sociodemographic variables of gender, place of residence, level of education, geopolitical zone, and SES were also significantly associated with HCT uptake. The sexual risk behavior variables tested were not significantly associated with HCT uptake among young people in Nigeria. The implications for positive social change include providing public health professionals with data to plan and implement HCT awareness and knowledge programs for young people in Nigeria that could increase HCT uptake and reduce the incidence of HIV/AIDS.
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Davis, Phyllis A. "Quality of Life of People with Disabilities: Stories of Successful Adults." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072.

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13

Hurst, Henry Alan. "Access to higher education and people with disabilities : individual and institutional perspectives." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277232.

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This qualitative study considers the experiences of three small cohorts of students whose disability has affected their walking, as they attempted to secure places on courses in higher education. It is based on a series of interviews with the students and with staff at their further education college who were responsible for applications procedures. Further information was obtained from a variety of documentary sources - confidential references, communications from the higher education institutions, etc. In order to place the experiences in context, the process is also examined from the perspective of higher education institutions. The approach adopted is to use case studies of a university and a polytechnic. The data again derives from interviews and from analysis of documentary evidence. The third dimension of the study concerns change both in relation to the spread of good practice and also the implications for people with disabilities of the new government policies affecting higher education. The focus is on the part played by Skill: The National Bureau for Students with Disabilities and its efforts to safeguard and improve provision. The little evidence currently available suggests that people with disabilities encounter negative discrimination when they try to enter higher education. The nature of this, how it operates both in terms of contacts with individual applicants and in the determination of policies within institutions, has not been investigated previously. This study can be viewed as a contribution to debates about equality of opportunity and about civil rights. More recently, there has been increased concern about the widening of access to higher education. This investigation is timely and relevant to this development.
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Achatz, Daniel R. "A comprehensive model for a transition program to be used with persons with disabilities." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/908.

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15

Tan, Guat Lan Abi. "The attitudes of students towards people with disabilities in integrated environments in Singapore." Faculty of Education, 2009. http://ro.uow.edu.au/theses/3037.

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This thesis examined the attitudes of regular students in Singapore towards peers with physical and sensory disabilities who were integrated into the mainstream classroom. The concept of integration impacting on the attitudinal development in this study is based on the socio-cultural perspectives of child development (Bronfenbrenner, 1989; Vygotsky, 1993) and the discourse of contact experience (Allport, 1954; Zajonc, 2001). Child development theorists advocate that children’s learning requires support structures such as informed adults to guide learning and that development is intricately intertwined with the socio-cultural contexts. Alternatively, contact theory suggests that the contact experience has an inherent positive impact on attitudes and behaviour. The 397 participants were grade 4 and grade 5 students from integrated and regular classes in integrated and regular schools in Singapore. Qualitative and quantitative methodologies were used to assess the attitudes of regular students in both integrated and regular classes towards people with disabilities. The participants completed a researcher-designed questionnaire, took part in focus group interviews and were observed in class. The integrated class teachers were also interviewed.This study supported the conclusion that an integrated learning environment had a significant impact on regular students’ attitudes towards people with disabilities. In the quantitative study, regular students in integrated classrooms were found to have negative attitudes towards peers who had a disability. On the other hand, students in regular classes were found to be generally more able to appreciate the strengths of people with disabilities. The findings challenged the ‘contact model’ that states that contacts with people with disabilities influence children’s attitudes in a positive way. The qualitative study highlighted the importance of the socio-cultural context and the quality of the contact experience in students’ attitudes towards people with disabilities. It was found that contact which was supported by specific school and classroom programs at school and class level was associated with positive attitudes of regular students towards peers with disabilities. Such support programs promoted inclusive ideals, positive differentiation and provided opportunities for meaningful experiences. The study affirmed the significant role of the teacher in facilitating the positive contact experience. The integrated class with the teacher, who modelled positive communication that promoted acceptance and positive perception, was found to have more positive attitudes. The teachers in the integrated classes, where students’ attitudes towards people with disabilities were found to be negative, were lacking in knowledge of special education and needed guidelines to intervene with their special needs students. This suggests that appropriately informed teaching practice that encourages social interaction among students could help reduce misunderstanding and stereotyping of people with disabilities. The social-cultural contexts at a broader level were also examined in this research. It was found that societal aspirations for academic excellence had an impact on students. The students in this study displayed signs of being anxious over their academic performance being affected by the presence of peers with disabilities. Regular students perceived integration as acceptable only if it was not at the expense of their academic performance.The findings of this study have significant implications for the future of integration in Singaporean schools and understanding the impact of integration on regular students. The study affirmed that positive integrated learning experiences articulated through supportive school cultures, effective classroom practice and enlightened teachers could affect regular students’ attitudes towards people with disabilities in a positive way. However, an achievement-focused culture can impact on students’ acceptance of people with disabilities. Achievement pressure experienced by regular students is entwined with societal values and this can challenge the potential outcomes of integration programs in the Singaporean context.
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Page, Edward Justin. "Increasing Physical Activity for People With Severe to Profound Intellectual Disabilities." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468515464.

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17

Cordes, Trudy Lyn Education Faculty of Arts &amp Social Sciences UNSW. "A conceptual approach to the work, leisure and retirement education of adults with an intellectual disability." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/32265.

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Work, leisure and retirement are fundamental aspects of life for individuals with an intellectual disability, just as with the general population. Many educational efforts have taught knowledge and skills to persons with an intellectual disability to improve their functioning in the work and leisure domains. More recently, retirement concerns have become particularly salient because so many individuals now live much longer. The present study looked at using a conceptual approach to improve education in these three domains. It employed the principles that instruction works much better when it proceeds from an individual=s existing concepts and that instruction should teach useful concepts that an individual can apply to improve his or her real world functioning. This conceptual approach has not been used much with the education of persons with an intellectual disability. In Study 1, sixty adults with an intellectual disability were interviewed to determine their existing concepts of work, leisure and retirement and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of volunteer work and occupational status. Most reported satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little or no retirement planning. These data suggested some key targets for an educational program to improve their knowledge and functioning in these domains. In Study 2, these data were used to develop an instructional program that focussed on gaps in knowledge of volunteer work, banking, budgeting and participation in satisfying leisure activities and in retirement planning. This instructional program was delivered over eight weeks to a class consisting of nine adults with an intellectual disability, with some success. This general conceptual approach can be usefully applied to teaching in other important domains with persons with an intellectual disability. They can be taught key concepts which they can use to live their lives more purposely and independently.
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18

Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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19

MacIntyre, Gillian. "What next? : opportunities for young people with learning disabilities after leaving school." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/946/.

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20

Palmeros, y. Ávila Guadalupe, and Sallán Joaquín Gairin. "The care of people with disabilities in Mexican and Spanish universities." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117493.

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Worldwide, the subject of inclusion in higher education has become moreimportant in recent years and has brought about actions for the full inclusion ofstudents. In this work the substantive and contextual aspects that are present inMexican and Spanish universities to the attention of students with disabilities areanalysed, considering the historical development axis of the process of inclusiveeducation in both countries and identifying similarities, differences, needs anddeficiencies to the attention of those students. Likewise the different programsand actions that have to finally make some considerations to overcome somefactors that still persist and limit the effectiveness in dealing with diversity andintegration of the group of persons with disabilities will be analysed.
A nivel mundial, el tema de la inclusión en la educación superior ha cobrado mayorimportancia en los últimos años y ha propiciado que se realicen acciones para laplena incorporación de los estudiantes En este trabajo se analizan los aspectossustantivos y contextuales que están presentes en las universidades mexicanasy españolas en relación con la atención del estudiantado con discapacidad,considerando como eje el desarrollo histórico del proceso de inclusión educativaen ambos países e identificando las semejanzas, diferencias, necesidades ycarencias para la atención de dichos estudiantes. De igual forma se analizan losdistintos programas y acciones que se tienen para finalmente realizar algunasconsideraciones para superar algunos factores que todavía persisten y limitan laeficacia en la atención a la diversidad así como la integración del colectivo depersonas con discapacidad.
A nível mundial, o tema da inclusão no ensino superior adquiriu uma maiorimportância nos últimos anos e conduziu à realização de ações no sentido daplena integração dos estudantes. Neste trabalho, analisam-se os aspetos concretose contextuais que estão presentes nas universidades mexicanas e espanholas,relativamente aos estudantes com necessidades educativas especiais, considerandocomo eixo o desenvolvimento histórico do processo de inclusão educativa emambos os países e identificam-se as semelhanças, diferenças, necessidades, ecarências desses estudantes. De igual modo, analisam-se individualmente os doisprogramas e ações para, finalmente, tecer algumas considerações de modo a tornarpossível ultrapassar alguns fatores que, apesar de tudo, persistem e limitam aeficácia da atenção à diversidade, tal como a integração das pessoas com deficiência.
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21

Jordan, Gerald. "The role quality of life plays in actvism among people with and without disabilities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104828.

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The purpose of this study was to determine if levels of reported activism varied between people with and without disabilities, and if quality of life (QOL) played a role in those differences. McGill University students with (n = 49) and without (n = 79) disabilities completed the Activism Orientation Scale (AOS), the Quality of Life Questionnaire, a demographics measure, as well as a measure of political efficacy. Results of independent samples t-tests revealed greater levels of reported traditional activism among people with disabilities relative to those without disabilities. Furthermore, people with disabilities had higher scores on the AOS, as well as on all the activist subscales combined. Differences with respect to non-traditional activism were also present, in the same direction, but only reached trend levels. Bivariate pearson correlations were computed, revealing the degree to which a disability interfered with everyday life was positively related to non-traditional activism. This was true for people with physical disabilities, as well to people with disabilities in general. Lastly, results of a MANCOVA showed that people with disabilities and low QOL had higher non-traditional activism scores relative to those with a high QOL. People without disabilities had lower non-traditional activism scores regardless of their QOL. However, this effect only reached trend levels. These data suggest that people with disabilities may be more politically active than people without disabilities, and that QOL may play a role.
Le but de cette étude est de déterminer si le taux d'activisme rapporté varie selon qu'une personne est handicapée ou ne l'est pas. L'étude vise également à vérifier si la qualité de vie (QDV) est une variable qui influence ou non le taux d'activisme rapporté. Les étudiants de l'Université McGill qui sont (n = 49) et qui ne sont pas (n = 79) handicapés ont complété le « Activism Orientation Scale » (AOS), le questionnaire sur la qualité de vie « the Quality of Life Questionnaire », un questionnaire portant sur données démographiques ainsi qu'un questionnaire portant sur l'évaluation du degré d'influence qu'un répondant pense avoir sur les politiques. Les résultats du test t ont révélé un taux supérieur d'activisme traditionnel chez les personnes ayant un handicap par rapport à celles n'en ayant pas.De plus, les personnes handicapées ont eu des résultats plus élevés sur l'AOS ainsi que sur toutes les autres sous-échelles d'activisme combinées. Des différences ont également été notées pour le même groupe de personnes relativement à l'activisme non traditionnel; elles suivaient la même direction à la hausse, mais ces différences se sont manifestées davantage comme une tendance révélant une signification statistique.Les corrélations « Bivariate Pearson » ont été évaluées et ont révélées que le degré d'interférence d'une invalidité dans la vie de tous les jours accroît l'activisme non traditionnel des gens ayant un handicap physique. Il en est de même pour l'ensemble des personnes handicapées.Finalement, les résultats de MANCOVA indiquent que les personnes handicapées ayant un faible niveau de qualité de vie, ont un taux plus élevé d'activisme non traditionnel que celles qui bénéficient d'une bonne qualité de vie. Les personnes qui ne sont pas handicapées ont des résultats plus faibles d'activisme non traditionnel que les personnes handicapées qu'elles aient ou non un bon niveau de qualité de vie. Les résultats suggèrent que les personnes qui ont un handicap pourraient être plus impliqués dans les activités politiques que les personnes sans handicap, et que la variable QOL pourrait jouer un rôle.
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Daniels, Carol D. "Functional behavioral assessment in the general education setting /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052169.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2002.
Leaves numbered after leaf 76 are inconsistant in numbering or not numbered at all. Typescript. Vita. Includes bibliographical references (leaves 71-75). Also available on the Internet.
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Lee, Jae Chul. "Health disparities in access to health care for older people with disabilities." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Rehabilitation Counselor Education , 2008.
Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 128-144). Also issued in print.
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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Johnson, Betty J. Hemenway Robert E. "Attributes of career goals set by individuals with mild disabilities." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510424.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 27, 2006. Dissertation Committee: Robert Hemenway (chair), Jeffrey Hecht, Pamela Hardaway-Wheeler, Toni McCarty, Thomas Caldwell. Includes bibliographical references (leaves 123-134) and abstract. Also available in print.
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Schitko, Denise. "Can attitudinal barriers relating to physical disabilities be modified with targeted education?" Click here to access this resource online, 2009. http://hdl.handle.net/10292/747.

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This study aims to determine whether the attitudes of students (and therefore future employers) towards people with physical disabilities can be modified by exposing them to the needs of disabled people, or whether perceptions of the needs of the disabled are too entrenched for education to effect any change. It also evaluates whether attitudinal changes are enduring and therefore continue to influence students’ responses to the disabled after a period of time has elapsed. Respondents were students on the Diploma of Hospitality Management at Auckland University of Technology (AUT), enrolled on an Accommodation Operations paper. A compulsory assessment for this paper was a group assignment that considered facilities offered by accommodation providers for guests with disabilities. Respondents were surveyed before (n = 54) and after (n = 24) the assignment to determine any attitude and knowledge changes. Both surveys were undertaken at the end of lectures. The surveys were distributed in class, so the number of respondents relates to the number of students in class during the particular lecture selected for survey distribution. Respondents were then invited to join a focus group to explore their feelings and opinions about disabled people. Another focus group was undertaken with students who had completed the disability assignment the previous year. The focus group was to assess whether or not the awareness of disability issues was still apparent after a period of time had elapsed. These findings would then prove whether or not exposure to such issues still influenced respondents’ attitudes. The second survey responses and comments made during the subsequent focus groups conclude that awareness of disability issues may be heightened with exposure to barriers, both physical and attitudinal, that are experienced by people with impairments. Understanding of disability issues is the first step in the removal of barriers and will help lead to the creation of a more inclusive environment for staff and guests in the hospitality industry. An inclusive environment is particularly desirable as more hotels are required in response to increases in tourist numbers. With increased visitors’ arrivals, it is reasonable to expect that tourists will have varying abilities, and therefore, modification of facilities to suit their needs will benefit a large number of people. The research also concludes that the knowledge gained in the assignment was still influential after the conclusion of the assignment. Students who have studied issues for people with impairments, as future managers, will have the knowledge and understanding to provide a more inclusive environment for guests that meets both social and legal obligations. Such an environment will be beneficial to both guests and potential employees with physical disabilities.
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Tanaka, Yuki. "The influence of the transition plan in developing communication programs." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4249.

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The transition of students with moderate to severe handicaps from school to work and adult life has become a principal concern of special education over the last decade. Despite of these attentions, there has been little attention to the need for including plans for the student's communication needs in his or her Transition Plan. Thus, it is important to study the relationship between the inclusion of a student's communication needs in his or her Transition Plan and the effectiveness of communication programs. The purpose of this study is to identify the relationship between the Transition Plan and the effectiveness of communication programs, considering the individual's functioning level, family involvement, and communication mode.
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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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France, Thembisa. "The role of health care workers in supporting individuals with intellectual disabilities." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16479.

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Thesis (MEdPsych)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: Sexuality education forms part of the life skills learning area. Sexuality education has become a means of providing the information learners need so they can prevent or protect themselves against abuse and violence including rape. It also helps young people to develop coping strategies in their social lives. However, the approach in schools to sexuality education does not cater for the needs of individuals with an intellectual disability. This study aims, therefore to explore whether these individuals (those with intellectual disability) are provided in other ways with information relating to sexuality education. The reason for selecting this group is that research has found that individuals with intellectual disability are more vulnerable to abuse, rape and violence. Hence, equipping them with skills on how to deal and cope with those societal dangers is essential. This study does not focus on those individuals with intellectual disability who are at school but focuses on those that are out of school in the community. A questionnaire is used to determine whether these individuals are adequately provided with sexuality education. The participants of this study are the health care workers chosen because they are the people who are supposed to be interacting on a regular basis with these individuals. They are the people who provide individuals with an intellectual disability with medication and treatment. The findings of the study are that individuals with intellectual disability are not provided with information on sexuality education. It is a challenge, therefore, to all the service providers to equip and empower these individuals with information on sexuality issues so they can cope with the societal pressures. The study also explores the health workers' perceptions of and experiences with individuals with an intellectual disability. The findings of the study are that the health care workers have different perceptions of individuals with intellectual disability on issues of sexuality. Most of their decisions are based on the individual's level of intellectual disability, especially with regard to issues such as the right to have children and the desirability of sterilisation.
AFRIKAANSE OPSOMMING: Seksuele opvoeding vorm deel van die lewensvaardighede-leerarea. Seksuele opvoeding het 'n middel geword om kennis oor te dra aan leerders om hulle teen mishandeling en geweld, insluitende verkragting, te beskerm en te verhoed dat hulle daaraan blootgestel word. Dit rus jongmense ook toe om doeltreffender strategieë te ontwikkel vir hulle daaglikse verkeer met ander persone. Seksuele opvoeding op skool maak egter nie voorsiening vir persone met 'n intellektuele gestremdheid nie. Hierdie navorsingsprojek het dus ten doel om vas te stel of daar voorsiening gemaak word sodat hierdie persone (met 'n intellektuele gestremdheid) seksuele opvoeding op ander maniere kan bekom. Die rede waarom juis hierdie groep gekies word, is omdat navorsing getoon het dat persone met 'n intellektuele gestremdheid kwesbaarder is vir mishandeling, verkragting en geweld. Dit is noodsaaklik om hulle met vaardighede toe te rus om hierdie samelewingsgevare die hoof te bied. Hierdie navorsingsprojek fokus nie op persone wat op skool is nie, maar juis op dié wat in die gemeenskap is. 'n Vraelys word gebruik om vas te stel of hierdie persone voldoende seksuele opvoeding ontvang. Die deelnemers aan hierdie navorsingsprojek is gesondheidswerkers omdat hulle veronderstel is om op 'n gereelde grondslag met die betrokke individue in aanraking te kom. Húlle is die mense wat persone met intellektuele ongeskiktheid van medikasie en behandeling voorsien. Die bevindinge van hierdie projek is dat persone met intellektuele gestremdheid nie van seksuele opvoeding voorsien word nie. Dit is dus 'n uitdaging aan diensverskaffers om hierdie persone met kennis rakende kwessies oor seksualiteit toe te rus en te bemagtig sodat hulle groepsdruk beter kan hanteer. Die projek verken ook gesondheidswerkers se persepsies en ondervindinge aangaande persone met beperkte verstandelike vermoëns. Die bevindinge van hierdie navorsingsprojek toon dat gesondheidswerkers uiteenlopende persepsies het van persone met beperkte verstandelike vermoëns rakende kwessies rondom seksualiteit. Die meeste van hulle sienings is gebaseer op die persoon se vlak van intellektuele gestremdheid, veral rondom sake soos die reg om kinders te hê en die wenslikheid van sterilisasie.
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30

Killackey, Rita. "The obligation of the church to provide catechesis for those handicapped in mind a study of canon 777, 4 /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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31

Leslie, Mildred Ann. "Supported employment: Job coach versus natural support." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.

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32

Rucker, Randall W. "Religious education and curriculum for the mentally disabled adult in the local church especially for churches with limited resources /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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33

Da, Silva Pita Anita. "Normative indicators for an isiXhosa-speaking population with disadvantaged education for tests of hand motor function and verbal fluency." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002468.

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The aim of the study was to obtain preliminary normative data for two tests of hand motor function (Successive Finger Tapping and Purdue Pegboard tests) and two tests of verbal fluency ("S"-Words-In-One-Minute and Words-In-One-Minute), administered in English, on a non-clinical sample of black, isiXhosa-speaking unskilled workers with a background of relatively disadvantaged former DET education (N = 33). The sample was equally distributed for gender; educational level was restricted to 11 - 12 years; age range was 18 - 40 years divided further into two age categories (18 - 29 and 30 - 40 years). Results of t-test comparative analyses revealed significant age effects on both trials of the Successive Finger Tapping test in the direction of the younger age group outperforming the older age group, and a marginal but consistent tendency towards poorer performance at an earlier age stage than proposed by the available literature, for the Purdue Pegboard, "S"Words- In-One-Minute and Words-In-One-Minute. Gender effects were only in evidence on the Purdue Pegboard in the direction of females outperforming males. A descriptive comparison of the norms acquired for the present study with available normative data for English first language speaking populations with higher levels and/ or relatively advantaged quality of education revealed consistently poorer performance for the present study. The findings highlight the effect of relatively low levels and/ or poor quality of education on both verbal and non-verbal neuropsychological test performance and confirm the need for demographically specific normative data.
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34

Li, Ping-ying Eria, and 李萍英. "Self-determination of young adults with mild mental handicap: implications for education and vocationalpreparation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31238920.

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35

Duncan, J. Chad Martin E. Davis. "The purpose of undergraduate rehabilitation education implications for curriculum development /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Rehabilitation_and_Special_Education/Dissertation/Duncan_John_46.pdf.

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36

Bell, Sheena. "Inclusion for people with dyslexia in education and workplace contexts." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/8850/.

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37

Landry, Lyne S. "Safe sex education and the seriously mentally ill : a curriculum approach /." View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1620.

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Thesis (M.A.)--Central Connecticut State University, 2000.
Thesis advisor: Marc B. Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 25-30).
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38

Anderson, Allison Rey. "Teacher perceptions of required support for increased integration of high school students with learning disabilities." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186851.

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The purpose of this study was to determine what support and programmatic changes high school teachers view as necessary for the successful implementation of a mainstreaming program as described in the Regular Education Initiative (REI). The REI is a position statement from the U.S. Department of Education, Office of Special Education and Rehabilitation Services, that calls for a new partnership between regular and special educators in addressing the needs of all children with learning problems, including those with disabling conditions. This study utilized the standardized focus group interview method to determine the opinions of high school general education and special education teachers regarding the resources, professional development, and programmatic changes which would support an increase in mainstreaming of students with learning disabilities (LD). Several unanticipated themes emerged in the interviews, giving indications of teachers' beliefs about students with LD, changes in the structure of the general education classroom with mainstreamed students, LD as a viable category of special education, and reactions to assumptions found in the REI. Teachers were largely unsupportive of changes suggested in the REI, believing that they were unprepared to deal with students with special needs, and preferring to retain the continuum of services provided by a special education department. Beliefs about LD as a special education category, and attitudes toward students with LD were largely positive. Although teachers' understanding of what constitutes a learning disability was inconsistent and vague, there was agreement in the viability of this special education category. Teachers reported positive reactions toward students with LD and appreciation for the services that accompany them into the general education classroom. In response to the research questions, teachers preferred the presence of a special education teacher in the general education classroom or access to special education personnel, over more materials or texts. There was some speculation that general education teachers, while willing to adjust some classroom practices for students with different learning styles, were less committed to the prospect of reconceptualizing the knowledge base of general education teachers, preferring to rely on the presence of special education teachers for specialized strategies and materials. Special educators and general educators were in agreement on most issues related to the research questions. Results of this study hold implications for teachers, researchers, school administrators, and particularly special education department chairs and directors.
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39

Goetz, Marti Sue. "Influencing Attitudes Toward People with Developmental Disabilities Using Arts Based Research." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1325723872.

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40

Fina, Nicholas J. "Defining the Community-based Education Alliance outcomes, values, purposes, and operating model /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 178 p, 2009. http://proquest.umi.com/pqdweb?did=1824925441&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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41

Poulin, Carole. "A pictorial motivational scale in physical activity for people with a mild intellectual disability /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61055.

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The Poulin Pictorial Motivational Scale (PPMS) attempted to measure separately four different types of motivation; intrinsic motivation, extrinsic motivation/self-determined, extrinsic motivation/non self-determined, and amotivation.
Sixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to assess the validity of the PPMS, a Physical Educator's rating scale and a Teachers' questionnaire.
The reliability estimates of internal consistency (Cronbach's alpha) and temporal stability were sufficiently high to conclude that the PPMS was a reliable instrument. The results also revealed that the PPMS is valid and it correlates in the expected directions with the other scales which followed the self-determination theory of Deci and Ryan (1985a). Therefore, it was concluded that the PPMS is a valid and reliable instrument. (Abstract shortened by UMI.)
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42

Groh, Aline. "Exploration Towards Pleasure : Knowledge About Sexuality Produced With And For People With Intellectual Disabilities." Thesis, Linköpings universitet, Tema Genus, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-140919.

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In both Western societies and academic research, the sexuality of people with intellectual disabilities is many times ignored or suppressed, often based on the assumption that people with intellectual disabilities are especially vulnerable and in need of protection. This study analyses the discourse produced by a Swedish sexual education material addressed to people with intellectual disabilities, that challenges this suppression by focusing on the role of the body and pleasure. The study shows that the alternative discourse addresses people with intellectual disabilities as being self-responsible for experiencing a pleasurable sexuality and is build upon two intertwined lines of argumentation: the importance of consent and the en couragement to embrace vulnerability. This thesis calls for more research that includes the sexual experiences and perspectives of people with intellectual disabilities to get a deeper understanding of the discourse’s development.
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43

DeBoer, Mary Comfort. "The influence of functional activities and specific curricular domains on choice in the curriculum for learners with severe handicaps." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3751.

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The purpose of this study was to examine curricular elements in a sampling of existing programs and their relationship with choice. Three questions were asked within this analysis: (a) What relationship, if any, exists between the functionality of an activity and choice? (b) What relationship, if any, exists between a particular instructional domain and choice? and (c) What relationship., if any, exists between a teacher's judgement of student affect and choice?
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Seidl, Christine M. "A comparison of the stair stepping efficiency between mentally retarded and nonhandicapped adult females /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65551.

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45

Johns, Stephen R. McCarty Toni. "Comparisons of teacher and employer perceptions of the importance of selected work-related behaviors for individuals with moderate cognitive disabilities." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835910.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Toni McCarty (chair), Lanny Morreau, Patricia Klass, Jim Thompson. Includes bibliographical references (leaves 106-121) and abstract. Also available in print.
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46

Arnolds-Granlund, Sol-Britt. "Beyond the obvious : three acts in educational drama /." Åbo : Åbo akademis förlag, 2009. http://urn.fi/URN:ISBN:978-951-765-485-2.

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Thesis (doctoral)--Åbo akademi, 2009.
Extra t.p. with thesis statement inserted. Accompanying disc includes video, forms and text of book in PDF format. Includes bibliographical references (p. 233-250). Also available online.
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47

Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.

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48

Martin, Richard A. "The physical and psychological benefits of martial arts training for individuals with disabilities." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002martinr.pdf.

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49

Reich, Christine Ann. "Taking Action Toward Inclusion: Organizational Change and the Inclusion of People with Disabilities in Museum Learning." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3678.

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Thesis advisor: Richard Jackson
This study examined organizational change in science museums toward practices that are inclusive of people with disabilities. Guided by two overarching frameworks, organizational learning and the social model of disability, this study sought to answer the following: What are the contexts and processes that facilitate, sustain, or impede a science museum's change toward practices that are inclusive of people with disabilities? The research orientation was a qualitative, multiple case study. The cases featured three science museums that varied in size and location, but shared a documented history of efforts to include people with disabilities. Data were collected through observations and interviews with people with disabilities, interviews with staff members, observations of museum work, and documentation. Data analysis focused on generating descriptions and interpretation of the individual cases and the collection of cases. Findings demonstrate that change toward inclusion in these three museums is an on-going process that is embedded within the work of a broad range of organizational areas. Findings also suggest actions science museums can take to facilitate change toward inclusion, including involving people with disabilities in organizational work, engaging in experimentation and reflection, promoting the idea that practices that benefit people with disabilities also improve the museum for others, and embedding information about inclusive practices into internal communication, professional development, and large projects. These actions appear to promote organizational learning and sustainment of inclusive practices by concretizing the purpose of inclusion, developing staff who serve as internal resources, providing mechanisms for on-going feedback, and raising staff awareness of the importance of inclusion
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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50

Myers, Karen A. Hines Edward R. "Preferences of communication styles and techniques of persons with visible visual disabilities implications for higher education /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510428.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 28, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, Ming-Gon John Lian, George A. Padavil. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.
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